Tuesday, February 19, 2013

Learning from Their Perspective

Everyday Ann and I learn with our students.

Sometimes they bring new ideas to the table.This week they suggested graphing the improvement
of our community behavior, while setting personal goals based on the data, in
an effort to positively affect the synergy in the classroom (totally working).Sometimes they provide evidence to support
our thinking.Conversations this week
about emotions and colors confirmed how daily infusion of the Arts has
passionately impacted authentic connections (totally amazing).Sometimes they motivate our daily plan.Our one-on-one conferences have shown us how
much they truly love to read and share their love of books (totally
heart-warming).Sometimes we are just
purely inspired.An individual student
taught us how to celebrate relationships through personalizing Valentine’s Day
cards to us in a unique, artistic way (totally impressive). These are the instances we treasure because
they truly provide the “AH-HA” moments we need to propel ourselves forward,
with our own personal goals and the goals we have for our students and program.Their voice always shows us another way,
another thought, a different perspective.

But how often do we learn FROM their perspective?How many times do we sit with them, at their
angle, to attack the same task we have asked them to accomplish?Do we solve the same problems, ponder the
same question, or attempt the same challenge?

Ann and I are advocates for listening to student voice and
empowering them during the learning process.Their thinking always pushes us to reflect more deeply about our
practice, lesson scope, and projected journey.When we look at a task or question through their lens we can view it for
what it really is and analyze the relevancy of its existence in our learning
environment. This year we have raised
the bar for ourselves and look for every opportunity to join them in learning
moments.

For instance, I posed a multiplication problem recently in
math (stretching students into thinking about a new operation, decimals, and
money- also a little formative moment for Ann and me).Many students came to the answer quickly, but
only solved it one way.But then I asked
them to think more deeply and work with their partner to solve the problem
using 3 different strategies.I did
receive many googol-eyes due to the fact that we were entering new
territory.I gave them a hint that they
needed to consider multiplication the “cousin” of addition.The googol-eyes turned to twinkles, and the
conversations unfolded.Students worked
for 10 minutes with high-engagement, and I decided to take the opportunity to
figure out how many ways I could solve the problem.I absolutely love math and truly enjoyed the
time to play with the possibilities.The
benefit of permitting myself the time to do this, while joining in on
conversations around me, allowed my thinking to become even more flexible to new ideas and strategies I had not
considered.I was inspired by the
strategies the students had discovered through this process, and after 10
minutes students had recorded more than ten examples on the whiteboard for all
of us to ponder.This moment proved
incredibly more powerful and impacting than if I had showed them 5 traditionally
great ways and gave them time to practice.

Other times if Ann and I sit WITH our students AS students,
in a moment of full-on engagement, we can assess from a different
perspective.By becoming students
ourselves, we have the opportunity to hear different conversations.Those “insider” conversations that unfold
naturally with their peers during the learning process can only be captured
from the angle of sitting amongst the group, rather than over the group.We gather our own supplies and thinking, and we
participate as an equal learner in the moment.And often we joke with them, “Don’t bug us, we’re learning!”

One day I was sitting amongst a table of 5 other students
participating in a science experimentation process, led by Ann.Our focus was on variables, along with the
scientific process.I was enthralled by
the conversation of the other learners in my group, but was also captivated by
the discoveries at the table groups near us.The learning going on all around me was priceless, AND I also was having
my own pivotal moments of learning during the inquiry process.I even announced to my group at one point,
“Seriously!I wish I could come to this
classroom everyday as a learner!”One of
the other students looked at me perplexed and stated, “Uh, you do.”A complete DUH moment for me, as she was
absolutely right.Ann and I ARE the
learners we expect our students to be every
day.We bring nothing less into the
classroom.It was then that I realized the
students had not thought it was bizarre that I had sat amongst them as a
LEARNER during that lesson, because that is how they view us in our
classroom.

Most recently, Ann and I both joined them during art time,
creating our own watercolor paintings [see
mine above; I learned specific strokes to add texture to a watercolor,
expressing emotion through color…very exciting for me!].No one was shocked...except maybe the
visitors in our room J.For us and our students, it was business as
usual.Occasionally we bantered back and
forth to one another, shushed the group when our favorite songs came on our
classroom playlist, and joined in conversations about the techniques being used
by the artists at our tables.Learning
should be fun, sometimes unruly, but always focused.Our students often do not need us to manage
them during this time, in fact they prefer we step out of their way.Or even more, they thrive off of occasions
when we put our “learner hats” on and join them in the moment.

We live by the motto that if we do our jobs right, they
won’t need us to manage them, provide them resources, or confirm their
thinking.As self-managers, resourceful
learners, and confident thinkers genuine learning for them can occur.We love the days when the classroom runs like
a well-oiled, flexible machine in true synergetic motion.These are the days when marvelous,
awe-inspiring moments occur;when we
stretch our arms up and yell, “Hizzah!”

So our advice based on our lessons learned this year?Become
one of them.Take the time to learn from
their perspective.Listen to the
valuable dialogue that unfolds.Interact
from the learner’s level of conversation.Share your own ideas and cooperate as an equal participant in the
learning process.

There is always more to learn about a topic, or a new
perspective to discover, when you allow yourself the freedom to let go and
allow the students to be the teachers.They will lead to down a powerful learning journey.And it will be so worth it.

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Disclaimer

The reflections recorded on this blog are not meant to express the opinion of our employer or colleagues. The ideas posted are intended to capture moments, thoughts, and perspectives in time to aid in our own personal growth, and hopefully support the professional growth of our readers.

Never limit yourself because of others' limited imagination; never limit others because of your own limited imagination.— Mae Jemison

Wellness isn’t about deprivation and it’s not about perfection. It is about pointing yourself in the direction of growth, training yourself to get comfortable with your highest potential, and then taking small steps to support that shift. It’s about showing up for yourself, day by day, and then one day finding that you’ve undergone a transformation.—Kathy Freston